带惩罚项与随机输入的BP神经网络在线梯度学习算法的收敛性

本文对三层BP神经网络中带有惩罚项的在线梯度学习算法的收敛性问题进行了研究,在网络训练每一轮开始执行之前,对训练样本随机进行重排,以使网络学习更容易跳出局部极小,文中给出了误差函数的单调性定理以及该算法的弱收敛和强收敛性定理。     

在线滤波技术在光纤马赫-德尔交叉复用器中的应用

为构造出与理想梯形滤波器接近的滤波形状，在单级光纤马赫-德尔交叉复用器的基础上，引入在线滤波技术；通过增加干涉级数和调整2对干涉臂的干涉长度和耦合器的耦合比，实现了逼近宽带陡沿的滤波输出。通过与梯形滤波器傅里叶展开式的比较，计算得到了器件的最佳参数，器件的滤波性能以及温度稳定性相对于单级结构得到了明显提高。根据理论计算，成功制作出通道间隔为50GHz的样品器件。其输出为-0.5dB，带宽大于0.185nm，相邻通道隔离度大于30dB，满足了DWDM系统指标要求。     

基于企业微信平台和在线教育综合平台的线上教学实践

In order to achieve "postponement of school without suspension of learning" during the prevention and control of new coronavirus pneumonia, the online teaching strategy was constructed based on Enterprise WeChat and Integrated Online Education Platform for the online teaching of Separation Science and Technology. The student-centered teaching methods were applied in online teaching process.     

构建网络学习资源提高民族高校有机化学课程教学质量

High-quality online course materials were reconstructed through feedback from undergraduate students and online data analysis regarding constructed learning materials on the Chao Xing Learning Platform. They were used for studying organic chemistry courses online and offline in university for nationalities. This model, based on student-centered teaching, can effectively transform students from passively accepting knowledge to actively learning and internalizing knowledge. This strategy can also enhance the students' learning initiative and the effects of learning, and hopefully be helpful to the universities in multi-ethnic areas in developing fundamental disciplined construction of organic chemistry and other courses.     

可移动式微量氧分析仪检定装置研制

研制一种新型可移动式微量氧分析仪检定装置。该装置由标准气体、零点气、脱氧纯化器、减压阀、调节阀、4通阀、5通阀、不锈钢管路、流量控制系统、移动平台等组成。该装置气密性好,15 min内可将装置内氧气浓度由20.9%降至不大于0.1μmol/mol,对于0~10μmol/mol的微量氧分析仪检定结果的扩展不确定度为Urel=1.7%FS(k=2)。该装置满足气体标准物质的连续切换和在线检定的需要,检定时间短,结果准确可靠,可为在线式和非在线式微量氧分析仪的量值溯源提供有效保障。     

以学生为中心的物理化学远程教学初探

During the fight against the new coronavirus epidemic, the "Physical Chemistry" team of Beijing Normal University used various network platforms and tools, such as MOOC of China University, Rain Classroom and WeChat Group in the teaching process. The exploration and practice of online learning of "Physical Chemistry" is carried out based on MOOC teaching, with student learning as the center and teacher guidance as the support. Taking the most difficult chapter of "fundamentals for statistical thermodynamic" as an example, we designed a complex teaching program that includes previews, watching MOOC videos in class, real-time online exercises, teachers' answers, and after-class reflection and questioning. The students were encouraged to learn independently through the reserved information, designed activities and assignments. Practice shows that the online course has cultivated the students' self-management ability, trained their critical thinking skills, and achieved good teaching results.     

Online Solid-Phase Extraction of Cd(II), Cu(II), and Co(II) Using Covalently Attached Bis(salicylaldimine) to Silica Gel for Determination in Food and Water by Flame Atomic Absorption Spectrometry

In this study, a novel sorbent material bearing a bis(aldimine) group was designed and successfully synthesized by covalently bonding a 2-[N,N′-bis(salicylaldimine)]aminoethyl amine ligand to the silica gel surface that was characterized by carbon, hydrogen, and nitrogen elemental analysis, thermogravimetric analysis, and the Fourier transform infrared spectroscopy technique. The sorbent was used for the online solid-phase extraction (SPE) of Cd(II), Cu(II), and Co(II) ions for their determination at trace concentration levels by flame atomic absorption spectrometry. The effective factors for the online SPE such as the pH and the flow rate of the sample solution, and type, volume, and flow rate of eluent were investigated. The concentration levels of Cd(II), Cu(II), and Co(II) were measured in certified reference materials including Virginia tobacco leaves (CTA-VTL-2) and water-trace elements (NWTM-15.2) to validate this method. The metal levels in environmental water were determined by this method, and the values were checked by spiking and recovery experiments and independent analysis by inductively coupled plasma-mass spectrometry. The adsorption capacities of the sorbent were found to be 41.2, 31.6, and 25.6?mg/g for Cd(II), Cu(II), and Co(II), respectively. This method was also successfully used for the determination of Cd(II), Cu(II), and Co(II) concentrations in rice and molasses.     

‘New mathematics’ and teaching

Inside the scientific world it is not always understood that the mood of mathematics, which is a product and a part of culture, can change with time. This is partly why many have been surprised by the coming of the so‐called new mathematics.

In the truly creative mathematical mind two opposite tendencies coexist: the logical and the imaginative. Apparently it seems that new mathematics can be reduced to a purely logical machinery. In fact it contains as much imaginative contributions as classical mathematics. But it is difficult to show simultaneously the logical sequence of propositions and the clumsy progression of research itself. Mathematical exposition does not always follow the ‘ most natural slopes’ of the mind. Unfamiliar presentations often give an impression of ‘ abstraction ‘, more familiar ones an impression of concreteness ‘.

So it appears that difficulties with new mathematics are mostly of psychological origin. Misuses of it can easily raise up intolerance reactions and emotional blocks. Perhaps insisting upon the fact that, here as elsewhere, it is important to be able to guess, to realize that intuition and imagination are essential, could help to make new mathematics better understood, more useful and more able to be considered as a unifing element among sciences.     

网购平台在线声誉机制作用的实证研究方法评析

在线声誉机制是网购平台重要的信号机制,是平台可持续成长的基础.从理论基础、研究假设、数据来源、变量选择、模型应用等方面,全面梳理了在线声誉机制作用的实证研究方法,包括Hedonic回归、Logit、Probit、Poisson、Tobit、截取正态回归、样本选择回归、固定效应、广义最小二乘法等模型的应用.最后展望未来相关研究及方法,并构建在线声誉机制作用的实证研究综合框架.     

在线教学的实践与反思*——以有机化学课程为例

以有机化学课程在线教学开展情况为背景,通过与传统教学模式对比,分析了在线教学的优势与不足。在此基础上,将笔者所在课程组开展在线教学以来在教学内容重构、教学环节设计、考核方式改革等方面的探索与尝试进行了总结与分享。